Academic and Behavioral Strategies to Enhance the Understanding of Expository Text for Secondary Students With EBD

Abstract

Secondary students with emotional and behavioral disorders may experience a phenomenon known as the failure cycle where behavioral needs and academic deficits negatively impact learning, including reading comprehension. Self-regulated strategy development (SRSD) is one emerging method that addresses behavioral needs and reading comprehension deficits and allows for the integration of low-intensity behavioral strategies. This article demonstrates how two low-intensity behavioral strategies, opportunities to respond and behavior-specific praise, can be embedded in SRSD reading instruction.